Higher Education Students’ Experience of Emergency Remote Teaching during the Covid-19 Pandemic in Relation to Self-Regulation and Positivity
The main objective of the present research was to explore students’ experiences of emergency remote teaching during the Covid-19 pandemic. Specifically, we were interested in how strategies for coping with an emergency situation, learning strategies and positivity relate to this experience. A total...
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| Format: | Article |
| Language: | English |
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University of Ljubljana
2021-10-01
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| Series: | Center for Educational Policy Studies Journal |
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| Online Access: | https://cepsj.si/index.php/cepsj/article/view/1147 |
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| author | Mojca Juriševič Lana Lavrih Amela Lišić Neža Podlogar Urška Žerak |
| author_facet | Mojca Juriševič Lana Lavrih Amela Lišić Neža Podlogar Urška Žerak |
| author_sort | Mojca Juriševič |
| collection | DOAJ |
| description | The main objective of the present research was to explore students’ experiences of emergency remote teaching during the Covid-19 pandemic. Specifically, we were interested in how strategies for coping with an emergency situation, learning strategies and positivity relate to this experience. A total of 337 university students participated in the study. The data were collected with an online questionnaire. The results show that students used more adaptive coping strategies (positive reappraisal, acceptance and refocus on planning) and fewer maladaptive strategies (blaming others, catastrophising). Furthermore, students reported the frequent use of two self-regulated learning strategies, i.e., environment structuring and goal setting, and the less frequent use of task strategies. Self-regulation and positivity explained a total of 40% of the variance of the students’ experience during the pandemic. Important predictors for more constructive experience were the frequent use of goal setting and environment structuring strategies, more pronounced positivity, and less frequent use of the catastrophising coping strategy. The research findings contribute to a better understanding of students’ emergency remote teaching and learning experience during the pandemic and its correlates. Moreover, the findings could enable academic staff to focus on the essential elements when supporting students to cope with the pandemic. |
| format | Article |
| id | doaj-art-881396bfade0464ea85e11af35698646 |
| institution | DOAJ |
| issn | 2232-2647 |
| language | English |
| publishDate | 2021-10-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj-art-881396bfade0464ea85e11af356986462025-08-20T03:11:49ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal2232-26472021-10-0111Special Issue24126210.26529/cepsj.1147Higher Education Students’ Experience of Emergency Remote Teaching during the Covid-19 Pandemic in Relation to Self-Regulation and PositivityMojca JuriševičLana LavrihAmela LišićNeža PodlogarUrška ŽerakThe main objective of the present research was to explore students’ experiences of emergency remote teaching during the Covid-19 pandemic. Specifically, we were interested in how strategies for coping with an emergency situation, learning strategies and positivity relate to this experience. A total of 337 university students participated in the study. The data were collected with an online questionnaire. The results show that students used more adaptive coping strategies (positive reappraisal, acceptance and refocus on planning) and fewer maladaptive strategies (blaming others, catastrophising). Furthermore, students reported the frequent use of two self-regulated learning strategies, i.e., environment structuring and goal setting, and the less frequent use of task strategies. Self-regulation and positivity explained a total of 40% of the variance of the students’ experience during the pandemic. Important predictors for more constructive experience were the frequent use of goal setting and environment structuring strategies, more pronounced positivity, and less frequent use of the catastrophising coping strategy. The research findings contribute to a better understanding of students’ emergency remote teaching and learning experience during the pandemic and its correlates. Moreover, the findings could enable academic staff to focus on the essential elements when supporting students to cope with the pandemic.https://cepsj.si/index.php/cepsj/article/view/1147coping strategiescognitive emotion regulationlearning strategiespositivitypandemic |
| spellingShingle | Mojca Juriševič Lana Lavrih Amela Lišić Neža Podlogar Urška Žerak Higher Education Students’ Experience of Emergency Remote Teaching during the Covid-19 Pandemic in Relation to Self-Regulation and Positivity Center for Educational Policy Studies Journal coping strategies cognitive emotion regulation learning strategies positivity pandemic |
| title | Higher Education Students’ Experience of Emergency Remote Teaching during the Covid-19 Pandemic in Relation to Self-Regulation and Positivity |
| title_full | Higher Education Students’ Experience of Emergency Remote Teaching during the Covid-19 Pandemic in Relation to Self-Regulation and Positivity |
| title_fullStr | Higher Education Students’ Experience of Emergency Remote Teaching during the Covid-19 Pandemic in Relation to Self-Regulation and Positivity |
| title_full_unstemmed | Higher Education Students’ Experience of Emergency Remote Teaching during the Covid-19 Pandemic in Relation to Self-Regulation and Positivity |
| title_short | Higher Education Students’ Experience of Emergency Remote Teaching during the Covid-19 Pandemic in Relation to Self-Regulation and Positivity |
| title_sort | higher education students experience of emergency remote teaching during the covid 19 pandemic in relation to self regulation and positivity |
| topic | coping strategies cognitive emotion regulation learning strategies positivity pandemic |
| url | https://cepsj.si/index.php/cepsj/article/view/1147 |
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